This dissertation contains two manuscripts, both focused on the integration of reading and writing during elementary social studies. The first manuscript is written for an audience of researchers interested in elementary education and reports on the degree to which second graders have opportunities to read and write during social studies instruction. This manuscript follows a traditional format, including a rationale, literature review, methods used, data analysis, findings, and discussion of the study’s implications. The second manuscript is written for an audience of practitioners and focuses on how elementary teachers can integrate social studies and literacy instruction in purposeful ways. This second manuscript begins with a brief review of the literature and overview of the dissertation study. The bulk of the manuscript discusses three integration suggestions for elementary teachers coupled with examples of lessons and findings from the dissertation study. Both manuscripts report on the same study, a descriptive observational analysis of elementary social studies instruction in Michigan. Data collection took place in 10 low- and 10 high-SES second-grade classrooms in 10 school districts. It consisted of 52 systematic audio-recorded observations, teacher interviews (N=60), and photographs of read and written texts. I used a series of descriptive and nonparametric statistics to address the following research questions: (1) To what degree do second graders read and write written and visual text during social studies instruction? and (2) To what degree, if any, do integration practices differ in second-grade classrooms in low- versus high-SES settings? Of the 2011 minutes observed of social studies instruction, 47.6% included reading and 33.3% included writing. Of the time that did involve reading and writing, results indicated that textbooks were the most common type of text read and worksheets comprised almost half of all writing activities. Students had few opportunities to write independently or to a specified audience other than the teacher, especially in low-SES classrooms. Students also had few opportunities to read extended text independently. Again, this was especially true in low-SES classrooms. Finally, the curriculum materials teachers reported using also appeared to have influenced the types of text read and written in the classroom, as well as the overall amount of time spent writing. This dissertation study contributes to the field of elementary education by alerting researchers and educators to missed opportunities to improve students’ ability to read and write a variety of written and visual texts in ways that support students’ literacy learning as well as their learning of social studies concepts, skills, and dispositions, suggesting the need for future research and development efforts focused on better texts and better ways to use texts in elementary social studies. This study also highlights important inequities in the quality of social studies education in low- and high-SES classrooms, and suggests practical strategies for elementary teachers who hope to integrate purposeful reading and writing opportunities during social studies.
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